Gender Equity and Inclusivity Practices as Correlates to Learning Outcomes in Technical Vocational Livelihood- Home Economics Strand in the Division of Navotas and Malabon City: Basis for Proposed Localized Enrichment Program

Education today is no longer limited to teaching academic content and technical skills. More importantly, it involves creating classrooms where every student feels respected, accepted, and encouraged to participate. Across the world, there is a growing recognition that gender equity and inclusivity are essential in achieving quality education. International frameworks, such as those promoted by United Nations Educational, Scientific and Cultural Organization (UNESCO)and the Sustainable Development Goals (SDG 4 and SDG 5), highlight the need for learning environments that remove barriers caused by stereotypes, discrimination, and unequal opportunities.
In the Philippines, this commitment is clearly supported by the Department of Education through the Gender-Responsive Basic Education Policy, particularly DepEd Order No. 32, s. 2017. This policy emphasizes the integration of gender equality in all aspects of education. It aims to address both existing and emerging gender-related concerns, ensure the protection of learners from discrimination and abuse, and promote fairness and respect within schools. Through this policy, schools are encouraged to adopt teaching practices and learning environments that are inclusive and responsive to the needs of all learners.
However, despite these efforts, certain challenges still exist, especially in technical-vocational programs such as the Technical-Vocational Livelihood (TVL)–Home Economics (HE) strand. Traditional beliefs about gender roles continue to influence how students participate in class. For example, areas like cookery and caregiving are often seen as more suitable for female students, which may cause some male students to feel hesitant or less confident in fully engaging. These subtle biases, although sometimes unnoticed, can affect students’ participation, self-confidence, and overall learning performance.
Promoting gender equity and inclusivity is important because these directly influence students’ learning outcomes. When students are treated fairly and feel included, they are more likely to participate actively, express themselves confidently, and perform better in their studies. Inclusive classrooms help build a sense of belonging, which motivates learners to develop their skills and achieve their full potential. On the other hand, environments that allow bias or unequal treatment may limit students’ engagement and academic growth.
Although several studies in the Philippines have explored gender-responsive education, most of them focus on general classroom settings or school-wide initiatives. There is still limited research that specifically examines the TVL–Home Economics strand at the senior high school level. Few studies have investigated how gender equity and inclusivity practices directly affect learning outcomes in a skills-based learning environment. This gap highlights the need for a more focused study in this area.
In response to this, the present study aims to examine the relationship between gender equity and inclusivity practices and student learning outcomes in the TVL–Home Economics strand in the Divisions of Navotas and Malabon. It specifically investigates how teachers design their lessons, interact with students, and conduct skills-based assessments in ways that reflect fairness, respect, and inclusivity. Additionally, the study seeks to identify strengths and areas for improvement in the current practices of teachers.
The results of this study are expected to serve as a basis for developing intervention programs that will help improve teaching practices and promote more inclusive learning environments. Ultimately, this research emphasizes that every learner deserves equal opportunities to succeed, regardless of gender or background. This is especially important in the TVL–Home Economics strand, where students’ confidence, participation, and future career paths can be influenced by how inclusive their learning environment is.

NA

1. Books [Google Scholar] [Crossref]

2. Bala, S., & Singhal, P. (Eds.). (2019). Gender issues in technical and vocational education programs. IGI Global. [Google Scholar] [Crossref]

3. UNESCO. (2020). Gender equity, equality and learning assessments. UNESCO Bangkok. [Google Scholar] [Crossref]

4. Starr, L., & Mitchell, C. (2021). Gender responsive pedagogy guide. CODE. [Google Scholar] [Crossref]

5. United Nations Girls’ Education Initiative. (2020). Gender-responsive education systems. UNGEI. [Google Scholar] [Crossref]

6. International Labor Organization. (2020). Guide on making TVET and skills development inclusive for all. ILO. [Google Scholar] [Crossref]

7. OECD. (2020). Promoting inclusive education. OECD Publishing. [Google Scholar] [Crossref]

8. UNESCO. (2022). Transforming TVET for successful and just transitions. UNESCO UNEVOC. [Google Scholar] [Crossref]

9. International Labor Organization. (2020). Guide on making TVET and skills development inclusive for all. ILO. [Google Scholar] [Crossref]

10. Cedefop. (2025). Closing the gender gap in vocational education and training: A path to inclusive growth. European Centre for the Development of Vocational Training. [Google Scholar] [Crossref]

11. Starr, K., & Mitchell, L. (2021). Gender-responsive pedagogy guide. [Google Scholar] [Crossref]

14. Journals/ Periodicals [Google Scholar] [Crossref]

15. Lopez, V. A., Signo, J. S., Ucab, J. E., & Escarlos, G. S. (2024). Empowering change: Fostering gender equality in Philippine education for a brighter tomorrow. International Journal of Novel Research and Development. [Google Scholar] [Crossref]

16. Cariaso, B. (2025, September 19). Guidelines on gender-responsive education tools released. Philstar. [Google Scholar] [Crossref]

17. Sicuan, S. R. (2024). Exploring the role of Harmonized Gender and Development Guidelines (HGDG) in promoting gender sensitivity in classroom practices among educators. Journal of Interdisciplinary Perspectives, 2(10) [Google Scholar] [Crossref]

18. Reyes, Z. Q., Jusayan, M. T., Susara, P. C., & Mariano, A. M. A. L. (2021). Integrating gender and development agenda in teacher education institutions and Philippine standards for teachers and education leaders (Policy Brief Series, Vol. 5, Issue 5). Philippine Normal University. [Google Scholar] [Crossref]

19. Tejada, R. G. (2025). Promoting gender equality in education through effective administrative support. Discover Sustainability, 6, Article 1428. [Google Scholar] [Crossref]

20. Compen, B., Verstegen, D., Maussen, I., Hulsman, C., & Dolmans, D. (2025). Good practice for differentiated instruction in vocational education. International Journal of Inclusive Education, 29(6), 1017–1034. [Google Scholar] [Crossref]

21. Jobir, T. M. (2024). The implementation of inclusive education in TVET institutions: A systematic review. International Journal of Vocational Education and Training Research, 10(2), 70–78. [Google Scholar] [Crossref]

22. Boncillo, J. J., & Capardo, E. (2025). Threading the gaps: A systematic literature review of challenges in Home Economics and Livelihood Education in the Philippines. International Conference Proceedings. [Google Scholar] [Crossref]

23. Alarcon, J. L. P., Baroma, K. T., Esmeralda, J. L. A. G., Irog irog, C. M. P., Magallanes, A. H. G., Ragsac, J. R. D., Sogocio, A. J. A., & Torreon, S. K. F. (2025). Assessing the effectiveness of the Technical Vocational–Livelihood education in terms of implementation and learning environment. ResearchGate. [Google Scholar] [Crossref]

24. Ferm, L., & Gustavsson, M. (2021). Gendered vocational identities: Female students’ strategies for identity formation during workplace based learning in male dominated work. International Journal for Research in Vocational Education and Training, 8(3), 275–296. [Google Scholar] [Crossref]

25. Wignall, R., Piquard, B., & Joel, E. (2023). Up skilling women or de skilling patriarchy? How TVET can drive wider gender transformation and the decent work agenda. International Journal of Educational Development, 102, 10285. [Google Scholar] [Crossref]

26. Ojenike, O. T., & Badru, J. O. (2025). Addressing gender inequalities in TVET: Promoting participation and empowerment for women. Federal Polytechnic Ilaro Journal of Pure and Applied Sciences, 7(1). [Google Scholar] [Crossref]

27. Jobir, T. M. (2024). The implementation of inclusive education in TVET institutions: A systematic review. International Journal of Vocational Education and Training Research, 10(2), 70–78. [Google Scholar] [Crossref]

28. Compen, B., Verstegen, D., Maussen, I., Hulsman, C., & Dolmans, D. (2025). Good practice for differentiated instruction in vocational education. International Journal of Inclusive Education, 29(6), 1017–1034. [Google Scholar] [Crossref]

29. Deagon, J. R. (2021). I do, we do, you do home economics: Explicit instruction connecting content with ideology. Center for Educational Policy Studies Journal, 11(4), 9–28. [Google Scholar] [Crossref]

30. Zhou, J., Chen, S., & Gong, Y. (2025). Exploring gender differences in vocational education and training through the lens of neuroscience. Acta Psychological, 254, 104743. [Google Scholar] [Crossref]

31. Ruhela, V. S., & Agrahari, S. K. (2024). Enhancing inclusive practices: A comprehensive review of vocational education in special education. International Journal of Research in Special Education, 4(1), 15–20. [Google Scholar] [Crossref]

32. Alinea, R. B., & Reyes, J. M. (2023). Gender issues toward gender responsive technical vocational teacher education curriculum practices. Journal of Technical and Vocational Education Studies. [Google Scholar] [Crossref]

33. Galamgam, M. A., et al. (2021). Implementation of the gender-responsive basic education policy in secondary schools. [Google Scholar] [Crossref]

34. Cristobal, A. (2021). Work readiness of Technical-Vocational Livelihood–Home Economics graduates. [Google Scholar] [Crossref]

38. Thesis/ Dissertation [Google Scholar] [Crossref]

39. Castulo, N. J., De Vera, J. L., Buenaventura, M. L., Sebial, S. C. L., Aquino, J. M. D. R., Bua-ay, B., ... & Zanoria, I. O. B. (2026). Developing a Gender Equity, Diversity, and Inclusivity (GEDI)-responsive curriculum framework for Philippine higher education: a qualitative case study of faculty perspectives. Frontiers in Sociology, 10, 1672056. [Google Scholar] [Crossref]

40. Lopez, V. A., Signo, J. S., Ucab, J. E., & Escarlos, G. S. (2024). Empowering change: Fostering gender equality in Philippine education for a brighter tomorrow. International Journal of Novel Research and Development. [Google Scholar] [Crossref]

41. Tagaza, R., & Manalansan, D. (2025). Teaching gender and culture: A historical and pedagogical inquiry into gender and development in Philippine education. International Journal on Culture, History, and Religion, 7(SI2). [Google Scholar] [Crossref]

42. Lomibao, C. R. D. (2024). Implementation of gender responsive basic education policy in the secondary public schools. International Journal of Research and Innovation in Social Science, 8(3s), 5831–5871. [Google Scholar] [Crossref]

43. Siding, M. G., & Ramos, V. R. (2026). Teachers’ gender awareness: Basis for a gender sensitivity professional development program design in Alilem District. International Journal of Research Studies in Education, 15(5), 259–267. [Google Scholar] [Crossref]

44. Fabella, M. M. (2025). Exploring gender disparities and social attitudes: Empirical studies on poverty, autonomy, and inclusion in the Philippines (Doctoral dissertation, Sumerian University). [Google Scholar] [Crossref]

45. Francisco, M. R. (2024). Inclusive education in TVL strands: Strategies for managing gender equality and diversity in technical training (Unpublished master’s thesis). Pamantasan ng Lungsod ng Valenzuela. [Google Scholar] [Crossref]

46. Bitmal, R., Camsa, S., Duque, C., Ignacio, A., Juane, S. N., Obos, M. C., & Muyrong II, A. P. (2024). Utilization of training laboratory and its effectiveness on the practical performance of Grade 12 TVL–Home Economics Cookery students at Bestlink College of the Philippines. Ascendens Asia Singapore – Bestlink Journal of Multidisciplinary Research. [Google Scholar] [Crossref]

47. Dayanap, I. G., Duller, L. R., Gabi, L. M. T., Pascual, H. M. H., & Patarata, M. K. A. (2025). Case study of TVL graduates pursuing Home Economics in BTLED program. International Journal of Innovative Science and Research Technology, 10(6), 1927–1940 [Google Scholar] [Crossref]

48. Shinija, N. (2024). Consecutive sampling. ResearchGate. https://www.researchgate.net/publication/371011629_CONSECUTIVE_SAMPLING [Google Scholar] [Crossref]

50. Legal Basis [Google Scholar] [Crossref]

51. Philippine Commission on Women, DepEd, CHED, & TESDA. (2025). PCW DepEd CHED TESDA Joint Memorandum Circular 2025 03: Guidelines on the use of gender-responsive assessment tools for evaluating instructional materials. [Google Scholar] [Crossref]

52. Republic Act No. 10533. (2013). Enhanced Basic Education Act of 2013. Official Gazette of the Republic of the Philippines. [Google Scholar] [Crossref]

53. DepEd Order No. 32, s. 2017: Gender-responsive basic education policy. https://www.deped.gov.ph [Google Scholar] [Crossref]

55. Others [Google Scholar] [Crossref]

56. Chapin, J., & Warne, V. (2020). Gender responsive pedagogy in higher education: A framework. International Network for Advancing Science and Policy (INASP). [Google Scholar] [Crossref]

57. Ghana News Agency. (2025, June 12). World University Service of Canada ends five-year project in Ghana. [Google Scholar] [Crossref]

58. Ramel, R. A. (2024). Home Economics strand: What lies ahead. DepEd Bataan Publication. [Google Scholar] [Crossref]

59. Umar, S. D., & Haruna, M. S. (2025). Empowering women in TVET: The impact of gender responsive open educational practices and inclusive educational technology design. Proceedings of the Pan Commonwealth Focus Conference on Open Education. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study